Chapter 8 Activities

Activity 1: Evaluate the topics of referendums held in the UK

Learning objective: To evaluate the topics and issues that referendums held in the UK have dealt

Suitable for: Individual work

You will need:

To have read Blick, A. (2021), UK Politics. Oxford: Oxford University Press, Chapter 8
A piece of A4 paper or access to word-processing software such as Microsoft Word

Outline of activity:

Evaluate the topics of referendums held in the UK.

Using the table in section 8.1, categorize the subjects of the referendums that have been held in the UK and write a sentence or two summarising these. This could be done in a table or a mind-map.

Feel free to research further into the topic and look at the subject matter of local referendums, as well as the topics of referendums that have been proposed in the UK, but which were not held.

Need some help? Why not refer to sections 8.1 and 8.2.2 of the book?

Answer guidance:

Consider these questions:

Are there any particular subjects about which referendums have frequently been held?
Do the subjects of referendums have anything in common?

Activity 2: Critically analyse the questions that have been asked in UK referendums

Learning objective: To evaluate the wording of referendum questions – and assess whether these were suitable for the topic being decided

Suitable for: Individual work

You will need:

To have read Blick, A. (2021), UK Politics. Oxford: Oxford University Press, Chapter 8
A piece of A4 paper or access to word-processing software such as Microsoft Word

Outline of activity:

Critically analyse the questions that have been asked in UK referendums. Take the wording of referendum questions listed in the table in section 8.1. For each, write two to three positive points about the question wording used. Then write two to three negative points about the question wording used.

Finally, make an assessment as to whether, on the whole, you think the question wording that has been used in referendums has been fit for purpose.

Need some help? Why not refer to section 8.2.3 of the book?

Answer guidance:

Consider the following questions:

To what extent are the various questions clear to understand?
Do the questions lead voters towards a particular response? Or are they framed neutrally?
Is it easy to identify ‘change’ and ‘status quo’ options? Are both presented as options?

Activity 3: Analyse the potential motivations for holding a referendum

Learning objective: To analyse and evaluate the various motivations that might exist for holding a referendum.

Suitable for: Pair or group work

You will need:

To have read Blick, A. (2021), UK Politics. Oxford: Oxford University Press, Chapter 8

Outline of activity:

If working in a group (ideally containing four or six people), create two teams. For the five motivations outlined for why referendums might be held (decision solving; legislative; strategic; legitimation; politically obligatory), one group must think of two to three reasons in support for using a referendum for such a purpose. The other group must think of two to three reasons against using a referendum for such a purpose.

For each motivation, switch the team who provides reasons in support and against.

If you wish, you can make notes of each other’s answers.

Need some help? Why not refer to section 8.2.2 of the book?

Answer guidance:

Consider the following questions:

What might be the benefits of holding a referendum for the various motivations outlined?
What means other than a referendum are available to resolve such an issue? What advantages would these hold compared to a referendum?

Activity 4: Debate the statement “Referendums in the UK have created more problems than they have solved.”

Learning objective: To evaluate the consequences of referendums

Suitable for: Pair or group work

You will need:

To have read Blick, A. (2021), UK Politics. Oxford: Oxford University Press, Chapter 8

Outline of activity:

With a partner or in a group, hold a debate regarding the statement: “Referendums in the UK have created more problems than they have solved”.

One side should argue the case that referendums have created more problems than they have solved. The other side should argue the case that they have helped solved problems.

Take 10-15 minutes to make notes in support of your case. Each side then has up to five minutes to outline their case before the other responds.

Need some help? Why not refer to section 8.3.3 of the book?

Answer guidance:

Consider the following questions:

What have been the positive consequences of referendums that have been held in the UK?
What have been the negative consequences of referendums that have been held in the UK?
Do the positive consequences outweigh the negative consequences?
Have any referendums had unforeseen consequences? If so, which referendums and what have their unintended consequences been?

Activity 5: Create an essay plan for the question: “To what extent do referendums undermine the principles upon which the UK political system is based?”

Learning objective: To analyse and evaluate the relationship between parliamentary and direct democracy

Suitable for: Individual work

You will need:

To have read Blick, A. (2021), UK Politics. Oxford: Oxford University Press, Chapter 8

Outline of activity:

Create an essay plan for the question: “To what extent do referendums undermine the principles upon which the UK political system is based?”

Make notes on what you would include in each paragraph of your essay, making sure to include all sides of the argument.

Need some help? Why not refer to section 8.3.3 of the book?

Answer guidance:

Consider the following questions:

Why have referendums been held in the UK?
How have the outcomes and consequences of referendums affected the political system in the UK?
To what extent are principles of direct and parliamentary democracy able to co-exist?
Do referendums undermine parliamentary sovereignty?
Do referendums enhance democracy?
Are voters sufficiently well informed to be able to vote on the subjects asked about in referendums?